Purdue University NCATE/IPSB Accreditation Visit ___________________ Teacher Education Programs (March 6 – 10, 2004)

NCATE National Council for Accreditation of Teacher Education Voluntary Recognized by the U. S. Department of Ed. 46 State Partnerships plus D. C. and Puerto Rico

IPSB Indiana Professional Standards Board State of Indiana agency National accreditation encouraged, but not mandatory Same standards as NCATE Partnership State - Joint Visit

Why is NCATE/IPSB Accreditation Important? Assures public of highly qualified teachers as required by “No Child Left Behind” (NCLB) It provides visible assurance to the citizens of Indiana that Purdue University is working to meet education needs within the state – and it is in Purdue’s Strategic Plan Without NCATE/IPSB accreditation our teacher education graduates cannot get licensed in Indiana - or most other states

Purdue University National/international reputation ENGAGEMENT LEARNING DISCOVERY The Next Level: PREEMINENCE National/international reputation Strong commitment to Land Grant mission New president & strong leadership team Strong focus on strategic planning Strong partnerships with content area departments in other schools

The Next Level: Preeminence Purdue Strategic Plan 2001-2006 Key Strategies Specific to Goal 3 (Engagement) “Strengthen preparatory education through enhanced, ongoing engagement with PK-12 schools, with special emphasis on reading, writing, math and science.” Metrics Types/categories and number of programs Number of schools, school visits and students served

George Hynd Phillip VanFossen Richard Lesh DEAN George Hynd Teacher Education Council Mike Kremer Manager Business Office Abe Cross Director Development Robert Evans Director Office of Information Technology T.J. Oakes Director Office of Professional Preparation and Licensure Sidney Moon Interim Associate Dean Academic Programs Wm. McInerney Interim Associate Dean Engagement Phillip VanFossen Director Ackerman Center Deborah Bennett Director Assessment Research Center Linda Austin Director Office of Field Experiences Jane Ann Dimitt Director Office of Advising and Recruiting Jim Lehman, Head Department of Curriculum and Instruction Maribeth Schmitt, Director Purdue Literacy Network Project Sidney Moon Director Gifted Education Resource Institute Richard Lesh Director School of Mathematics and Science Center and Twenty-first Century Conceptual Tools Patty Mason Director Office of Graduate Studies Kevin Kelly, Head Department of Educational Studies Purdue Counseling and Guidance Center Robert Evans Managing Director Technology Resources Center

Purdue University Teacher Education Program Governance and Administrative Structure

Professional Preparation Model Strong commitment to a professional preparation model Model adopted in 1992, reaffirmed in 1999 & 2003 by Teacher Education Council (TEC) Based on research & best practice

Purdue’s Teacher Education Programs Includes a set of block courses, each block with a corresponding field experience called “Theory Into Practice” (TIP) Reforms are aimed to achieve Programmatic coherence through the use of sequenced blocks Additional, earlier, and more meaningful field experiences through the TIPs Additional emphasis on technology, diversity and assessment

Assessment Blocks, Gates & Courses Elementary Education Gate A Gate B Gate C Gate D Block I Block II Block III Block IV Block V Block VI EDCI 205 285 EDPS 235 265 EDCI 361 EDCI 362 EDCI 363 EDCI 364 EDCI 365 EDPS 430 EDCI 466 EDCI 496 Secondary Education / Special Education Gate A Gate B Gate C Gate D Block I Block II Methods Courses Student Teaching EDCI 205 285 EDPS 235 265 Courses Specified by Each Program Area Specified By Program Area Graduation Relationships Among Elementary and Secondary Education Gates, Blocks and Courses

Blocks, Gates & Courses Assessment EARLY CHILDHOOD EDUCATION

Strengths of the Teacher Education Program Historical commitment to content area learning Respect for faculty ownership from across campus as evidenced by joint, split & courtesy appointments Governed by Teacher Education Council (TEC) Strong commitment to sequenced field experiences prior to student teaching Continuously engaged in self study

Challenges of the New Standards (Professional and NCATE) Stakes are higher (NCLB) Input versus output - performance-based standards and assessments Accreditation requires involvement of the entire university - shared vision We can no longer assume that we are preparing good educators; we must provide evidence of that fact

The Purdue Visit Saturday - team arrives, orientation Sunday - team meets, Exhibit Room, presentation/evening function Monday - interviews, observations, visits to schools Tuesday - interviews, observations Wednesday - draft report, exit conference

BOE Gathers Data Institutional Report Exhibit Room Interviews

Institutional Report* for Continuing Visits Section 1. Overview of the institution Section 2. Conceptual framework Section 3. Evidence for meeting six standards *http://admin2.soe.purdue.edu/ncate/IR

Program Descriptions Initial Teacher Education Preparation Programs: 28 http://admin2.soe.purdue.edu/ncate/Programs/ITP/ITP.htm Advanced Preparation Programs: 36 http://admin2.soe.purdue.edu/ncate/Programs/AP/AP.htm Program Summary URL with Template: http://admin2.soe.purdue.edu/ncate/Programs/

NCATE Standards Candidate Performance Unit Capacity Candidate Knowledge, Skills, & Dispositions Assessment System and Unit Evaluation Unit Capacity Field Experiences and Clinical Practice Diversity Faculty Qualifications, Performance, and Development Unit Governance and Resources

Interviews Faculty, candidates, staff, school personnel, & administrators in all schools Possible questions/answers   http://arc.soe.purdue.edu/AssessmentCouncil/ NCATE/BOEReportQuestions.doc

After the NCATE/IPSB Visit BOE writes report Institution writes rejoinder Report & rejoinder go to NCATE Unit Accreditation Board Accreditation status determined by NCATE (Fall 2004) Accreditation status determined by IPSB (Fall 2004)

NCATE/IPSB Accreditation Decision Possible outcomes Accreditation Continued (7 years) Accreditation Continued with Conditions to be removed within two years with a focused visit Accreditation Continued with Probation to be removed within two years by an initial-like visit

The NCATE/IPSB March 6-10, 2004 Visit Questions/Discussion The NCATE/IPSB March 6-10, 2004 Visit